Manuscript File Formats
The manuscript must be formatted in MS-Word(do not use PDF format), font size 10-.11-, or 12 with 1.5 line spacing, written in ENGLISH. All pages must be numbered in the lower right-hand corner and the lines must be numbered continuously throughout the manuscript.
Cover letter and title page
The file containing the manuscript must not contain names of the authors, their institutions, affiliations or declarations, so as to enable blind peer review. This means that besides authorship, the document submitted must not contain ethical considerations, conflicts of interest, sources of financing and acknowledgments or any other details that can allow reviewers to identify the authors or the institution of origin. In their place, the manuscript must state "hidden for review" highlighted in red. At the moment of submission, the system will request the author to include a cover letter (according to the model provided), a title page (according to the model provided) and a suggestion for three to five ad-hoc reviewers (names and e-mail addresses of researchers not related to the work or the institution), whose names will be reported in the system.
Whenever the information contained on the title page changes, the corresponding author must update it in the system before sending the new version of the manuscript. Remember that before uploading the new manuscript to be evaluated, the previous version must be deleted.
Once the manuscript is approved for publication, the corresponding author will receive a message asking for the items labeled “hidden for review” to be re-inserted in the manuscript. The complete version of the manuscript must then be sent electronically via the system along with the additional documentation. All the information contained in the last version of the title page will be used to complete the article for publication.
The version approved by the Editorial Board will be sent to the corresponding author for verification, approval and return via the system.
The cover letter can be written in Portuguese or English (use the available template form, which must be filled in).
It must contain the title of the manuscript and a summarized description of the work justifying its relevance to Braz J Vet Med. The cover letter must also contain a declaration covering all the items according to the model provided, identifying the corresponding author, with his/her signature.
The title page of the manuscript (template provided by the system) must contain:
Title of the manuscript in English and Portuguese;
Complete names of the authors, their respective affiliations and ORCID numbers (you can get it here) (NOTE: Do not translate names of institutions);
Declaration that the experimental procedures followed the current research ethics guidelines and the pertinent legal requirements;
Sources of financing;
Declaration of conflicts of interest of the authors, to identify the possible influence on the results of the research or content of the manuscript;
Contributions of the authors
Following the recommendations contained at<http://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html>, for the definition of participation in authorship;
Information about each author’s academic qualifications (at least one author must be a veterinarian);
Availability of complementary results, by identifying the repository where raw data are deposited or a pertinent declaration (according to the form provided).
Acknowledgments
Place where the study was conducted; and
Corresponding author (name, department, institution, abbreviation, complete street address and e-mail).
All the articles, when approved, will have the declaratory items contained on the title page included between the conclusions and list of references by the editorial staff of Braz j vet med.
All the authors and co-authors must meet all four of the following requirements.
All authors and co-authors must have:
1 -Made substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND
2 -Drafted the work or revised it critically for important intellectual content; AND
3 -Given final approval of the version to be published; AND
4 -Agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.
All the articles, when approved, will have the declaratory items contained on the title page included between the conclusions and list of references by the editorial staff of Braz j vet med
Formats of Articles
Articles can be submitted in the following formats: scientific article, case report, short communication, research note, and review.
Scientific Articles
Scientific articles are original studies that present new results and conclusions that are within the scope of the journal.
Scientific articles must always be organized in the following order: TITLE, ABSTRACT, RESUMO, INTRODUCTION, MATERIAL AND METHODS, RESULTS, DISCUSSION, CONCLUSION AND REFERENCES.
Title: The title must be in boldface and centered.
Abstract/Resumo: It must be written in a single paragraph without bibliographical citations. What was carried out and studied, reporting the most important results and conclusions. The maximum word limit is 250. At the end, there must be a list of three to five Keywords.
Introduction: It should be brief, with specific bibliographical citations, but without these assuming main importance, ending with indication of the objective of the work.
Material and Methods: This section must identify the materials employed and describe the research methods, to enable other researchers to repeat the study.
Results: This section should present a concise description of the data and findings obtained, supported by tables that are self-explanatory and prepared without superfluous data, always presenting, as applicable, averages of several repetitions. It is convenient, at times, to express complex data by graphs (Figures), when presenting and presenting them in extensive tables.
Discussion: The results must be discussed in comparison with the previous literature.
Conclusions: They must be based only on the results presented in the work. Mention can also be made of suggestions for future research.
References: The list must only include documents mentioned in the text., in alphabetical order of the surname of the first author. Follow the examples at the end of this document.
Case Report
Clinical case reports will be considered that add relevant findings for veterinary medicine.
The case reports must always contain TITLE, ABSTRACT, RESUMO, INTRODUCTION, CASE DESCRIPTION, DISCUSSION, CONCLUSION AND REFERENCES. Case reports can have at most eight authors.
Title: In boldface, centered.
Abstract/ Resumo: It must be written in a single paragraph without bibliographical citations. In the direct form and in the past, what was carried out and studied, and the most important results and conclusions. The maximum word limit is 200. At the end, there must be a list of three to five “Keywords”.
Introduction: It should be brief, with specific bibliographical citations, but without these assuming main importance, ending with indication of the objective of the work.
Case report: Whenever possible, it must contain the medical history, findings of physical examination and complementary tests used for diagnosis, treatment applied and outcome of the clinical case.
Discussion: The results should be discussed in light of the literature.
Conclusions: They should be based only on the results presented in the work.
References:
The list must only include documents mentioned in the text., in alphabetical order of the surname of the first author. Follow the examples at the end of this document.
Research Note
Research Notes (maximum of 3 pages, including any tables and figures)
They should quickly communicate new techniques or advances in existing techniques.
Research notes should be composed of a running text, possibly divided into paragraphs, in the order TITLE, ABSTRACT, RESUMO, INTRODUCTION, MATERIAL AND METHODS, RESULTS, DISCUSSION, CONCLUSION and REFERENCES.
Title: In boldface, centered.
Abstract: It must be written in a single paragraph without bibliographical citations. In the direct form and in the past, what was carried out and studied, and the most important results and conclusions. The maximum word limit is 200. At the end, there must be a list of three to five “Keywords”.
Introduction: It should be brief, with specific bibliographical citations, but without these assuming main importance, ending with indication of the objective of the work.
Material and Methods: This section should present data and describe the methods so that the study can be repeated by other researchers.
Results: This section should present a concise description of the data and findings obtained, supported by tables that are self-explanatory and prepared without superfluous data, always presenting, as applicable, averages of several repetitions. It is convenient, at times, to express complex data by graphs (Figures), when presenting and presenting them in extensive tables.
Discussion: The results should be discussed in light of the literature.
Conclusions: They should be based only on the results presented in the work.
References:
The list must only include documents mentioned in the text., in alphabetical order of the surname of the first author. Follow the examples at the end of this document.
Short Communication
Short Communications (at most 3 pages, including any tables and figures)
They must communicate results quickly and simply.
The short communications should be composed of a running text, possibly divided into paragraphs, in the order TITLE, ABSTRACT, RESUMO, INTRODUCTION, MATERIAL AND METHODS, RESULTS, DISCUSSION, CONCLUSION and REFERENCES.
Title: In boldface, centered.
Abstract/ Resumo: It must be written in a single paragraph without bibliographical citations. In the direct form and in the past, what was carried out and studied, and the most important results and conclusions. The maximum word limit is 200. In the end, there must be a list of three to five “Keywords”.
Introduction: It should be brief, with specific bibliographical citations, but without these assuming main importance, ending with the indication of the objective of the work.
Material and Methods: This section should present data and describe the methods so that the study can be repeated by other researchers.
Results: This section should present a concise description of the data and findings obtained, supported by tables that are self-explanatory and prepared without superfluous data, always presenting, as applicable, averages of several repetitions. It is convenient, at times, to express complex data by graphs (Figures), when presenting and presenting them in extensive tables.
Discussion: The results should be discussed in light of the literature.
Conclusions: They should be based only on the results presented in the work.
References:
The list must only include documents mentioned in the text., in alphabetical order of the surname of the first author. Follow the examples at the end of this document.
Reviews
Literature Reviews (only by invitation).
They should be composed of a text in a free format.
Citations and references style
The citations in the running text or between parentheses, and references to articles submitted to Braz j vet med, must follow the current guidelines of the American Psychological Association (APA) (Reference Examples).
This periodical does not accept citations from monographs, dissertations, theses, abstracts and publications of annals or annals of scientific events.
Examples of Bibliographical References
Citations in the text:
One author:
Mitchell (2017) or (Mitchell, 2017)
Two authors
Mitchell and Smith (2017) or (Mitchell & Smith, 2017).
Three or more authors:
Mitchell et al. (2017) or (Mitchell et al., 2017).
Exception:
For works published the same year with slight variation of authors, it will be necessary to include the names of the other authors until indicating the difference:
Kapoor, Bloom, Montez et al. (2017) or (Kapoor, Bloom, Montez et al., 2017).
Kapoor, Bloom, Zucker et al. (2017) or (Kapoor, Bloom, Zucker et al., 2017).
Hasan, Liang, Kahn, and Jones-Miller (2015) or (Hasan, Liang, Kahn, and Jones-Miller, 2015)
Hasan, Liang, Kahn, and Weintraub (2015) or (Hasan, Liang, Kahn, and Weintraub, 2015)
Entities as Authors:
When the author of a reference is an institution, governmental agency or other entity, mention the organization in the relevant sentence or in the citation between parentheses the first time the source is mentioned.
First citation:
World Health Organization (WHO, 2019) or (World Health Organization [WHO], 2019)
Subsequent citations:
WHO (2019) or (WHO, 2019)
Two or more works in the same set of parentheses:
For cases of two or more works mentioned in the same set of parentheses, list them in alphabetical order and separate them with a semicolon.
Example: Various studies
(Jones, 2012; Smith, 2009)
Authors with the same surname:
Use the initials of the first names with the surname to avoid confusion.
Example:
(B. Smith, 2009; J. Smith, 2006).
Two or more works with the same authorship and year:
When there are two references by the same author(s) published in the same year, use lowercase letters (a, b, c) with the year to order them in the reference list.
Example:
This is explained in the study of Smith (1999a).
[Note my slight changes in Capitalization of the items below. The main words in book titles should all be capitalized (other than after a colon), according to what I learned in school. However, that was 50 years ago, so if the style has changed, I stand corrected.]
References by type
Books (without DOI and with DOI): Do not include the place of publication.
Jones, A.F & Wang, L. (2011). Spectacular Creatures: The Amazon Rainforest (2nd ed.). My Publisher.
Gilovich, T., Griffin, D., & Kahneman, D. (Eds.). (2002). Heuristics and Biases: The psychology of intuitive judgment. Cambridge University Press. https://doi.org/10.1017/CBO9780511808098.
Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017). A Guide to Citation. My Publisher.
Note that the names of books and periodicals must appear in Italics.
Book Chapters:
Do not include the place of publication.
Aron, L., Botella, M., & Lubart, T. (2019). Culinary arts: Talent and their development. In R. F. Subotnik, P. Olszewski-Kubilius, & F. C. Worrell (Eds.), The Psychology of High Performance: Developing human potential into domain-specific talent (pp. 345–359).American Psychological Association. https://doi.org/10.1037/0000120-016
Troy, B.N. (2015). APA citation rules. In S.T, Williams (Ed.). A Guide to Citation Rules (2nd ed., pp. 50-95). Publishers
E-Books and Audiobooks
Cain, S. (2012). Quiet: The power of introverts in a world that can’t stop talking (K. Mazur, Narr.) [Audiobook]. Random House Audio. http.//bit.ly/2G0Bpbl.
Chistian, B., & Griffiths, T. (2016). Algorithms to Live by: The computer science of human decisions. Henry Holt and Co. http://a.co/7qGBZAk.
E-Book Chapters:
Tafoya, N., & Del Vecchio, A. (2005). Back to the future: An examination of the Native American holocaust experience. In M.Goldrick, J. Giordano, & N. Garcia-Preto (Eds.), Ethnicity and Family Therapy (3rd ed., pp. 55-63). Guilford Press. http://a.co/36xRhBT.
Articles Published in Periodicals
With long DOI
Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States. Psychology of Popular Media Culture, 8(3), 207–217. https://doi.org/10.1037/ppm0000185.
With short DOI
(to use a short DOI, it is necessary to utilize the service on the homepage http://shortdoi.org/. It will provide the short DOI).
Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States. Psychology of Popular Media Culture, 8(3), 207–217. http://doi.org/dk9j.
Without DOI:
Anderson, M. (2018). Getting consistent with consequences. Educational Leadership, 76(1), 26-33.
Class Entities or Governmental Agencies
American Heartworm Society. (2020). Current Canine Guidelines for the Prevention, Diagnosis and Management of Heartworm (Dirofilaria immitis) Infection in Dogs. https://d3ft8sckhnqim2.cloudfront.net/images/pdf/2020_AHS_Canine_Guidelines.pdf?1580934824.
National Cancer Institute. (2018). Facing Forward: Life after cancer treatment (NIH Publication No. 18-2424). U.S. Department of Health. https://www.cancer.gov/publications/patient-education/life-after-treatment.pdf.
In preparing the text, the following rules must be observed:
Footnotes must be indicated with superscript Arabic numerals after the word, expression or sentence prompting the note. This numbering will be continuous and the notes will appear at the bottom of the respective page.
Figures and table style
Figures
All types of visual exhibits that are not tables are considered to be figures. Common types of figures are line graphs, pie graphs, bar graphs, dispersion graphs, flow charts, designs, maps, photographs, infographics and other images/illustrations. The figures must be located at the end of the manuscript, with each figure on a separate page with a corresponding title and legend. For reproduction of X-rays, digitized test results and other diagnostic images, as well as images of anatomopathological specimens or photomicrographs, separate high-resolution photographic files must be sent (TIFF or EXIF format). The figures should be self-explanatory. Titles and detailed explanations should be placed in the legend, not on the figures or images themselves. Photomicrographs must contain scale markers. The symbols, arrows or letters used in photomicrographs should have high contrast with the background. It is necessary to explain the scale applied and identify the staining method. The figures must be numbered sequentially in the order they are cited in the text. When symbols, arrows, numbers or letters are used to identify parts of images or illustrations, these must be identified and clearly explained in the legend.
The formatting of figures must follow the style available at the homepage of the American Psychological Association (APA) (sample figures)
Sample Bar Graph
Figure 1
Framing Scores for Different Reward Sizes
Note. Framing scores of adolescents and young adults are shown for low and high risks and for small, medium, and large rewards (error bars show standard errors).
Sample Line Graph
Figure 3
Mean Regression Slopes in Experiment 1
Note. Mean regression slopes in Experiment 1 are shown for the stereo motion, biocularly viewed monocular motion, combined, and monocularly viewed monocular motion conditions, plotted by rotation amount. Error bars represent standard errors. From “Large Continuous Perspective Change With Noncoplanar Points Enables Accurate Slant Perception,” by X. M. Wang, M. Lind, and G. P. Bingham, 2018, Journal of Experimental Psychology: Human Perception and Performance, 44(10), p. 1513 (https://doi.org/10.1037/xhp0000553). Copyright 2018 by the American Psychological Association.
Sample CONSORT Flowchart
Figure 4
CONSORT Flowchart of Participants
Sample Path Model
Figure 5
Path Analysis Model of Associations Between ASMC and Body-Related Constructs
Note. The path analysis shows associations between ASMC and endogenous body-related variables (body esteem, body comparison, and body surveillance), controlling for time spent on social media. Coefficients presented are standardized linear regression coefficients.
***p < .001.
Sample Qualitative Research Figure
Figure 6
Organizational Framework for Racial Microaggressions in the Workplace
Sample Mixed Methods Research Figure
Figure 7
A Multistage Paradigm for Integrative Mixed Methods Research
Sample Illustration of Experimental Stimuli
Figure 8
Examples of Stimuli Used in Experiment 1
Note. Stimuli were computer-generated cartoon bees that varied on four binary dimensions, for a total of 16 unique stimuli. They had two or six legs, a striped or spotted body, single or double wings, and antennae or no antennae. The two stimuli shown here demonstrate the use of opposite values on all four binary dimensions.
Sample Map
Figure 9
Poverty Rate in the United States, 2017
Note. The map does not include data for Puerto Rico. Adapted from 2017 Poverty Rate in the United States, by U.S. Census Bureau, 2017 (https://www.census.gov/library/visualizations/2018/comm/acs-poverty-map.html). In the public domain.
Tables
The tables should be self-explanatory and placed at the end of the text (and can also be sent in a separate file). The tables must be numbered sequentially in the order they are cited in the text using Arabic numerals (e.g., Table 1, Table 2, etc.). The titles of the tables should be as short as possible, while also being self-explanatory, containing the necessary information to allow readers to understand their content, without the need to refer back to the text. All the tables must be mentioned in the text. Explanatory notes must be included in the legends, not in the titles. Explain all non-standardized abbreviations/acronyms in the legends and use symbols to explain information when necessary. Statistical metrics such as standard deviation and standard error of the mean must be identified.
Additional tables with supporting data too extensive for publication can be deposited in one of the repositories listed at the Scielo website.
The formatting of tables must follow the style indicated at the homepage of the American Psychological Association (APA). (sample tables)
This diagram is an illustration of the basic table components.
Sample Tables
The tables in this document demonstrate APA Style formatting for tables as described in the Publication Manual of the American Psychological Association (7th ed.).
The tables are labeled (e.g., sample correlation table) to assist users in understanding the formats. These labels would not appear in an actual paper.
For more information on tables, please see the APA Style website.
Sample Demographic Characteristics Table
Table 1
Sociodemographic Characteristics of Participants at Baseline
|
Baseline characteristic |
Guided self-help |
Unguided self-help |
Wait-list control |
Full sample |
||||
| n | % | n | % | n | % | n | % | |
|
Gender |
||||||||
| Female | 25 | 50 | 20 | 40 | 23 | 46 | 68 | 45.3 |
| Male | 25 | 50 | 30 | 60 | 27 | 54 | 82 | 54.7 |
| Marital status | ||||||||
| Single | 13 | 26 | 11 | 22 | 17 | 34 | 41 | 27.3 |
| Married/partnered | 35 | 70 | 38 | 76 | 28 | 56 | 101 | 67.3 |
| Divorced/widowed | 1 | 2 | 1 | 2 | 4 | 8 | 6 | 4.0 |
| Other | 1 | 1 | 0 | 0 | 1 | 2 | 2 | 1.3 |
| Children a | 26 | 52 | 26 | 52 | 22 | 44 | 74 | 49.3 |
| Cohabitating | 37 | 74 | 36 | 72 | 26 | 52 | 99 | 66.0 |
| Highest educational level |
||||||||
| Middle school | 0 | 0 | 1 | 2 | 1 | 2 | 2 | 1.3 |
| High school/some college |
22 | 44 | 17 | 34 | 13 | 26 | 52 | 34.7 |
| University or postgraduate degree |
27 | 54 | 30 | 60 | 32 | 64 | 89 | 59.3 |
| Employment | ||||||||
| Unemployed | 3 | 6 | 5 | 10 | 2 | 4 | 10 | 6.7 |
| Student | 8 | 16 | 7 | 14 | 3 | 6 | 18 | 12.0 |
| Employed | 30 | 60 | 29 | 58 | 40 | 80 | 99 | 66.0 |
| Self-employed | 9 | 18 | 7 | 14 | 5 | 10 | 21 | 14.0 |
| Retired | 0 | 0 | 2 | 4 | 0 | 0 | 2 | 1.3 |
| Previous psychological treatment a |
17 | 34 | 18 | 36 | 24 | 48 | 59 | 39.3 |
| Previous psychotropic medication a |
6 | 12 | 13 | 26 | 11 | 22 | 30 | 20.0 |
Note. N = 150 (n = 50 for each condition). Participants were on average 39.5 years old (SD = 10.1), and participant age did not differ by condition.
"a" Reflects the number and percentage of participants answering “yes” to this question.
Sample Results of Several t Tests Table
Table 2
Results of Curve-Fitting Analysis Examining the Time Course of Fixations to the Target
|
Logistic parameter |
9-year-olds |
16-year-olds |
t(40) |
p |
Cohen's d | ||
| M | SD | M | SD | ||||
| Maximum asymptote, proportion | .843 | .135 | .877 | .082 | 0.951 | .347 | 0.302 |
| Crossover, in ms | 759 | 87 | 694 | 42 | 2.877 | .006 | 0.840 |
| Slope, as change in proportion per ms |
.001 | .0002 | .002 | .0002 | 2.635 | .012 | 2.078 |
Note. For each subject, the logistic function was fit to target fixations separately. The maximum asymptote is the asymptotic degree of looking at the end of the time course of fixations. The crossover point is the point in time the function crosses the midway point between peak and baseline. The slope represents the rate of change in the function measured at the crossover. Mean parameter values for each of the analyses are shown for the 9-year-olds (n = 24) and 16-year-olds (n = 18), as well as the results of t-tests (assuming unequal variance) comparing the parameter estimates between the two ages.
Sample Correlation Table
Table 1
Descriptive Statistics and Correlations for Study Variables
|
Variable |
n |
M |
SD |
1 |
2 | 3 | 4 | 5 | 6 | 7 |
| 1. Internal– external status a |
3,697 | 0.43 | 0.49 | — | ||||||
| 2. Manager job performance |
2,134 | 3.14 | 0.62 | −.08** | — | |||||
| 3. Starting salary b | 3,697 | 1.01 | 0.27 | .45** | −.01 | — | ||||
| 4. Subsequent promotion | 3,697 | 0.33 | 0.47 | .08** | .07** | .04* | — | |||
| 5. Organizational tenure | 3,697 | 6.45 | 6.62 | −.29** | .09** | .01 | .09** | — | ||
| 6. Unit service performance c |
3,505 | 85.00 | 6.98 | −.25** | −.39** | .24** | .08** | .01 | — | |
| 7. Unit financial performance c |
694 | 42.61 | 5.86 | .00 | −.03 | .12* | −.07 | −.02 | .16** | — |
a 0 = internal hires and 1 = external hires.
b A linear transformation was performed on the starting salary values to maintain pay practice confidentiality. The standard deviation (0.27) can be interpreted as 27% of the average starting salary for all managers. Thus, ±1 SD includes a range of starting salaries from 73% (i.e., 1.00 – 0.27) to 127% (i.e., 1.00 + 0.27) of the average starting salaries for all managers.
c Values reflect the average across 3 years of data.
*p < .05. **p < .01.
Sample analysis of variance (ANOVA) table
Table 1
Means, Standard Deviations, and One-Way Analyses of Variance in Psychological and Social Resources and Cognitive Appraisals
|
Measure |
Urban |
Rural |
F(1, 294) |
η2 |
||
| M | SD | M | SD | |||
|
Self-esteem |
2.91 | 0.49 | 3.35 | 0.35 | 68.87*** | .19 |
| Social support | 4.22 | 1.50 | 5.56 | 1.20 | 62.60*** | .17 |
| Cognitive appraisals | ||||||
| Threat | 2.78 | 0.87 | 1.99 | 0.88 | 56.35*** | .20 |
| Challenge | 2.48 | 0.88 | 2.83 | 1.20 | 7.87*** | .03 |
| Self-efficacy |
2.65 | 0.79 | 3.53 | 0.92 | 56.35*** | .16 |
***p < .001.
Sample factor analysis table
Table 1
Results From a Factor Analysis of the Parental Care and Tenderness (PCAT) Questionnaire
|
PCAT item |
Factor loading |
||
| 1 | 2 | 3 | |
|
Factor 1: Tenderness—Positive |
|||
| 20. You make a baby laugh over and over again by making silly faces. | .86 | .04 | .01 |
| 22. A child blows you kisses to say goodbye. | .85 | −.02 | −.01 |
| 16. A newborn baby curls its hand around your finger. | .84 | −.06 | .00 |
| 19. You watch as a toddler takes their first step and tumbles gently back down. |
.77 | .05 | −.07 |
| 25. You see a father tossing his giggling baby up into the air as a game. | .70 | .10 | −.03 |
|
Factor 2: Liking |
|||
| 5. I think that kids are annoying (R) | −.01 | .95 | .06 |
| 8. I can’t stand how children whine all the time (R) | −.12 | .83 | −.03 |
| 2. When I hear a child crying, my first thought is “shut up!” (R) | .04 | .72 | .01 |
| 11. I don’t like to be around babies. (R) | .11 | .70 | −.01 |
| 14. If I could, I would hire a nanny to take care of my children. (R) | .08 | .58 | −.02 |
|
Factor 3: Protection |
|||
| 7. I would hurt anyone who was a threat to a child. | −.13 | −.02 | .95 |
| 12. I would show no mercy to someone who was a danger to a child. | .00 | −.05 | .74 |
| 15. I would use any means necessary to protect a child, even if I had to hurt others. |
.06 | .08 | .72 |
| 4. I would feel compelled to punish anyone who tried to harm a child. | .07 | .03 | .68 |
| 9. I would sooner go to bed hungry than let a child go without food. |
.46 | −.03 | .36 |
Note. N = 307. The extraction method was principal axis factoring with an oblique (Promax with Kaiser Normalization) rotation. Factor loadings above .30 are in bold. Reverse-scored items are denoted with an (R). Adapted from “Individual Differences in Activation of the Parental Care Motivational System: Assessment, Prediction, and Implications,” by E. E. Buckels, A. T. Beall, M. K. Hofer, E. Y. Lin, Z. Zhou, and M. Schaller, 2015, Journal of Personality and Social Psychology, 108(3), p. 501 (https://doi.org/10.1037/pspp0000023). Copyright 2015 by the American Psychological Association.
</p
Sample regression table
Table 3
Moderator Analysis: Types of Measurement and Study Year
|
Effect |
Estimate |
SE |
95% CI |
p | |
| LL | UL | ||||
|
Fixed effects |
|||||
|
Intercept |
.119 | .040 | .041 | .198 | .003 |
| Creativity measurement a | .097 | .028 | .042 | .153 | .001 |
| Academic achievement measurement b | −.039 | .018 | −.074 | −.004 | .03 |
| Study year c | .0002 | .001 | −.001 | .002 | .76 |
| Goal d | −.003 | .029 | −.060 | .054 | .91 |
| Published e | .054 | .030 | −.005 | .114 | .07 |
|
Random effects |
|||||
| Within-study variance | .009 | .001 | .008 | .011 | <.001 |
| Between-study variance |
.018 | .003 | .012 | .023 | <.001 |
Note. Number of studies = 120, number of effects = 782, total N = 52,578. CI = confidence interval; LL = lower limit; UL = upper limit.
a 0 = self-report, 1 = test. b 0 = test, 1 = grade point average. c Study year was grand centered. d 0 = other, 1 = yes. e 0 = no, 1 = yes.
Sample qualitative table with variable descriptions
Table 2
Master Narrative Voices: Struggle and Success and Emancipation
|
Discourse and dimension |
Example quote |
|
Struggle and success a |
|
|
Self-actualization as member of a larger gay community is the end goal of healthy sexual identity development, or “coming out” |
“My path of gayness ... going from denial to saying, well this is it, and then the process of coming out, and the process of just sort of, looking around and seeing, well where do I stand in the world, and sort of having, uh, political feelings.” (Carl, age 50) |
|
Maintaining healthy sexual identity entails vigilance against internalization of societal discrimination |
“When I'm like thinking of criticisms of more mainstream gay culture, I try to ... make sure it's coming from an appropriate place and not like a place of self-loathing.” (Patrick, age 20) |
|
Emancipation b |
|
|
Open exploration of an individually fluid sexual self is the goal of healthy sexual identity development |
“[For heterosexuals] the man penetrates the female, whereas with gay people, I feel like there is this potential for really playing around with that model a lot, you know, and just experimenting and exploring.” (Orion, age 31) |
|
Questioning discrete, monolithic categories of sexual identity |
“LGBTQI, you know, and added on so many letters. Um, and it does start to raise the question about what the terms mean and whether ... any term can adequately be descriptive.” (Bill, age 50) |
a The struggle and success master narrative states that same-sex desire/behavior is a natural if relatively uncommon developmental variant distinguishable from heterosexuality. Healthy sexual development entails “coming out” as well as joining a larger gay community in a shared struggle to overcome societal discrimination and be socially recognized as normal.
b The emancipation master narrative states that discrete, monolithic, and mutually exclusive categories of homosexuality and heterosexuality are social constructions, conceptually suspect in their ability to fully capture the idiosyncrasies of sexual subjectivities, desires, and behaviors. This circumscription of sexual self within culturally contingent and hegemonic sexual identity categories must be resisted.
Sample mixed methods table
Table 3
Integrated Results Matrix for the Effect of Topic Familiarity on Reliance on Author Expertise
|
Quantitative results |
Qualitative results | Example quote |
|
When the topic was more familiar (climate change) and cards were more relevant, participants placed less value on author expertise. |
When an assertion was considered to be more familiar and considered to be general knowledge, participants perceived less need to rely on author expertise. |
Participant 144: “I feel that I know more about climate and there are several things on the climate cards that are obvious, and that if I sort of know it already, then the source is not so critical ... whereas with nuclear energy, I don't know so much so then I'm maybe more interested in who says what.” |
|
When the topic was less familiar (nuclear power) and cards were more relevant, participants placed more value on authors with higher expertise. |
When an assertion was considered to be less familiar and not general knowledge, participants perceived more need to rely on author expertise. |
Participant 3: “[Nuclear power], which I know much, much less about, I would back up my arguments more with what I trust from the professors.” |
Note. We integrated quantitative data (whether students selected a card about nuclear power or about climate change) and qualitative data (interviews with students) to provide a more comprehensive description of students’ card selections between the two topics.